Post-Secondary� Transitions

Meredith Becker�Transition Program Coordinator/ �Out of District Coordinator

�SEPAC Presentation�March 21, 2023

Stephanie Worthley�K-12 Guidance Department Chair

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Businesses - Higher Ed - K12

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Massachusetts G.L. c. 69, §1

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2013 College and Career Readiness Defined

Revised 2016 (to include Civic Preparation)

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Foundation / Regs

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Section 504 (1973)

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PL94-142 (1975)

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Massachusetts Chapter 688 (1984)

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ADA (1990)

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IDEA (1999 and beyond)

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DESE: Special Education Advisories

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Chapter 205 of the Acts of 2008

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Vocational Rehabilitation ACt / WiOA)

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Foundation / Regs

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Setting the course

Thinking /Envisioning /Exploring /Planning / Doing

Introduction to exploration of self - interests, needs, strengths, (and wants are still important!)

The beginning of the changing of hands… responsibility introduced at home and in school

Perceived independence

Self determination starts early! Knowing what you want and how to get it… students are provided with choices and voices, parents remain the driver and the point person

Stepping forward while parents step back�Increased responsibility at home and in school� Visioning and planning, organizing and initiating�Leadership, Service,, Independent projects,pursuits

Elementary�

Middle School�

High School�

Beyond

Continuing education,, obtaining employment, building independence - with or without support

Finding the third places

Knowing what you want/ need and how to get it… !

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Transition Readiness �What to Expect (in and Around School)

Age 14+

Centering the Student in the IEP process

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• Student is invited to IEP meeting, and guidance counselor too
• Vision and Concerns Statements are in Student’s Voice
• Transition skills / activities embedded into Learning Center content
• Anticipated graduation date is identified
• Transition Planning Form

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Acclimate to High School

• Classes, Clubs, Activities
• Resources - ASC, Writing Lab, Flex, Guidance, Peer Tutors
• Time Management
• Report Cards, Transcripts, GPA

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Agency / Opening Minds

• Goal Setting
• Career Exploration
• STEM Majors - Alumni Speakers
• High School Course Selection

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6th, 7th 8th

9th

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Middle School -> High School

Learning Center

• Focuses on steps and processes of managing 6 classes, and the increased workload.
• Keeping an agenda, checking Aspen, using Google Classroom, communicating with teachers, using Flex, and doing HW at home
• LC scheduled as a class, either 5x/cycle or during Flex 1-2x/cycle.
• Pull out services (speech, OT, counseling) often are during Flex

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Electives & Flex

• If a student has 5x/cycle Learning Center, and world language, they can still take 1 semester elective
• If a student has 1-2x/cycle Learning Center during Flex, and world language, they can take 3 semester electives
• If a student has learning center, world language, and music, reach out to your high school Guidance Counselor!
• FLEX! Best part of the day!

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Communication

• Educational Team Leader
• Karey Curley
• 9th Grade Learning Specialist
• School Psychologist
• Laura Keene
• HS Guidance Counselors (Class of 2027)
• A - B Stephanie Worthley
• C - G Alyse DiLuzio
• H - L Anne Lodge
• M - R Amanda Padden
• S - Z Erik Ormberg

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Transition Planning Form

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Student Vision

Skills /Skill Areas to Target

Action Plan

• Instruction
• Employment
• Community

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• TRANSITION DISCUSSIONS - Current iEP

Concentrated Vision

• Student hopes/dreams

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• Parent hopes/dreams

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• Current Performance

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• Set goals / Plan

Transition Planning Form (TPF)

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Transition planning in the IEP!!

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• Comprehensive discussion of the impact of disability
• AT considerations tor life and work
• Accommodations and Specially Designed Instruction also consider life beyond the schoolhouse

• TRANSITION DISCUSSIONS - The New IEP (early adopters!)

Distributed within the IEP

• Student Vision encouraged from 3 on!
• Team Vision
• Community Connections
• Current Performance
• Adaptive Skills
• Participation in Activities

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Transition Readiness�What to Expect (in and Around School)

Age 15/16+

Apply for SSD College board accommodations

Transition Consultation (Office Hours)

Students increase connection to IEP development / streamlining accommodations

Consider Chapter 688 referral (not before 16)

Community based network building…

Experiences considered (including int/externships)

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Explore interests and possible future occupations

• O*NET
• Reality Check
• Resume & Cover Letter
• Work Permits
• Job Postings
• Occupational outlook activities
• Community service / volunteer opportunities
• CPR/First Aid

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10th

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Chapter 688

heads up to the state (Bureau of Transition Planning) - informs budget

not an application or direct referral for adult services

completed 2 years before expected graduation

Not for ALL students with disabilities

Adult Services / Agencies relevant to 688

688 referral and subsequent eligibility for adult services does not signify entitlement or continuation of special education services

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• Massachusetts Rehabilitation Commission
• Department of Developmental Services
• Department of Mental Health
• Department of Children and Families
• Massachusetts Commission for the Blind

Sometimes more than 1 agency is appropriate, there will be 1 PRIMARY. Agency identified

After the 688 Referral, then what?

• Wait time -
• Adult agency convenes a meeting
• Individual Transition Plan developed by adult service agency rep

Massachusetts Chapter 688 Referral Form

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Transition Readiness�What to Expect and When…

Age 17

Discuss age of majority (review information about transfer of rights)

688 referral

Adult service agencies identified and begin to connect for some

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Research and explore colleges and post-secondary options

• SCOIR / MEFA Pathway
• Additional filtering encouraged
• Guidance Workshops
• Parent Nights
• College Searches
• College Fairs / Tours
• Standardized Testing

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11th

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Transition Readiness�What to Expect

Age 18+

• Age of Majority Decision Making Form
• Special education eligibility terminates upon graduation
• Summary of Performance
• Eligibility may continue for some students beyond 18
• Networks and relationships, building the bridge both ways
• Disclosure narrative development

Lining up next step

• Common Application
• Letters of Recommendation
• College Essay - visit the Writing Center
• Career Fairs / Career Counseling
• Senior Projects
• Scholarships
• Senior exit survey

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12th

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Self/Disability Awareness/Disclosure

• It is tricky. Making the disability known is easier than explaining the impact and identifying the needed accommodations
• Disclosure does not guarantee accommodations

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• It can bring about conflicting feelings of exclusion, different treatment, being the subject of curiosity

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• It’ is something to practice and perfect, opportunities will come up again

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• Disclosure is a personal decision to make disability known
• It is required to secure reasonable accommodations at work and academic accommodations in higher ed
• Provides legal protection against discrimination (ADA)

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• It can reduce stress (to not carry a secret) and improve self image (successful self advocacy!)

411 on Disclosure…

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Transition Readiness

Meanwhile…

• Take care of yourself and model this
• Encourage independence - start early and make time (and patience) for it - tell us about it!
• Provide and honor choices (start simple -increase over time)
• Narrate /highlight your decision-making / choices incidentally
• Share the daily grind and invite participation
• Highlight and notice interests and strengths, wants/needs, , normalize the workarounds and help build the narrative “yes I can - here’s how!”
• The beginning of the changing of hands… real responsibility grows at home and in school - problem-solving, healthy risks, surviving fails
• Create /increase opportunities for independence (redistribute the daily grind) - Less talk, more listen - more wait, less do
• Look at IEP’s and evaluations together - talk about them - ask questions together - discuss, listen to, support narrative for disclosure
• Reinforce direct relationships with community based providers
• Reinforce / Follow/Explore the leads

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Some Post-Secondary Options �Students Consider

• Matriculation at Two or Four Year College
• Continuing education
• Employment
• Military
• GAP Year
• Volunteer Programs
• Outdoor Adventure Programs
• Internships and Vocational training
• Study Abroad
• PG year

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https://sites.google.com/email.medfield.net/mhs-guidance-department/post-secondary-alternatives?authuser=0

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What you might find at College

Comprehensive or Structured Programs

Coordinated Services

Best for students who require services as needed. Services may include test accommodations and tutorial assistance. Must have a documented disability.

Offers the highest level of support. Highly structured and typically has a separate admissions process. Some programs are fee-based. Services may include modified coursework, tutorial assistance, academic monitoring, note takers, and test accommodations.

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How do you find services at a college/university?

Sample names for college support services…

• Center for Academic Support
• Campus Learning Center
• Academic Success Center
• Center for Academic Resources
• Student Accessibility Services

Ask your counselor for help!

Campus Disability Resource Database

cedardatabase.org

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Questions Students May Ask

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• What supports does your college provide for students with learning disabilities?
• How often may they be accessed?
• Where are they accessed?
• Is there an additional fee?

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• Does the college assign a liaison or coordinator to work with students?
• If so, what supports does he/she provide (i.e. help with scheduling, liaison with professor, tutoring, etc.)

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• What does the typical freshman course load include?

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• Does your college ask for any placement tests?

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• Is there an admission process to access supports?
• What are the admission requirements?

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Questions Students May Ask

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6. Will the college provide the following accommodations for the student?

• Ongoing academic support/study skill assistance in college
• Assistance and structure in selecting courses to avoid heavy demands
• Assistance with breaking down projects and assignments into steps
• Assistance with visual cues (graphic organizers, lists, flow charts, schedules, word banks)
• Extended time
• Clarification of directions
• Modeling or sample of finished projects
• Teacher outlines or supplemental notes
• Books on tape
• Any other accommodation your child may need

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• Special education is an entitlement: High Schools MUST provide the services and accommodations stated in a student’s IEP.
• Colleges and workplaces DO NOT have an obligation to provide the accommodations states in the students 504 plan or IEP.
• Education is a RIGHT in high school
• Education is a PRIVILEGE in college
• Colleges and employers need only meet the “reasonable” (as defined by the college or employer) needs of the student.
• Public schools must look for/find students who have needs.
• In college, students must identify and inform the college of their own needs before any services can be implemented.
• Public schools are responsible for providing services to the student.
• In college or the world of work, individuals request and seek out the services and accommodations that are available

Maybe the most important skill that a student with a learning difference requires as they move on from high school is SELF-ADVOCACY.

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What is Self-Advocacy?

The ability to communicate one’s needs to others

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To become a good self-advocate a student needs to:

Understand who they are

Know what they need

Know how to get what they need

How to Help Your Student Become a Good

SELF-ADVOCATE

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SELF-ADVOCACY

Parent’s Role In “Who”, “What”, & “How”

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“WHO”

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• Build narrative
• Educate about the diagnosis
• Assist in understanding how their diagnosis may impact
• Strengths and Weaknesses

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“HOW”

• Model and practice appropriate communication and step back
• Education your student about ADA
• Discuss the differences between high school and college
• Know and reinforce the resources at your students college

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“WHAT”

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• Expect your student to attend or lead their IEP meetings
• Notice / Identify tools and resources the student finds helpful
• Identify challenges and/or anticipated challenges

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It is so important to enable people to use their abilities and talents to support themselves….

Temple Grandin

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Questions

&

Thank You!

Meredith Becker�Transition Program Coordinator/ �Out of District Coordinator

mbecker@email.medfield.net �508-359-7135

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Stephanie Worthley�K-12 Guidance Department Chair

sworthley@email.medfield.net 5�508-359-2482

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